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\nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2025. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nHonoring Local Context: Designing Collaborative Pre-K–12  \nSchool Literacy Action Plans  \nShea N. Kerkhoff  \nUniversity of Missouri – St. Louis  \nAmy Lannin  \nUniversity of Missouri – Columbia  \nKatie Kline  \nUniversity of Central Missouri  \nKatherine O’Daniels  \nUniversity of Missouri – St. Louis  \nJulie Sheerman  \nUniversity of Missouri – Columbia  \nNancy R. Singer  \nUniversity of Missouri – St. Louis  \nLaura Obubo  \nUniversity of Missouri – Columbia  \nDiana Hammond  \nTracy Brosch  \nUniversity of Missouri – St. Louis  \nNicole Higgins  \nUniversity of Central Missouri  \nAstri Napitupulu  \nUniversity of Missouri – St. Louis  \nA literacy plan holds the potential to drive instruction and impact student learning, but too often once these plans are created, they sit on a shelf and are of no practical value to teachers doing the daily work of improving student literacy. This mixedmethods study investigated a statewide research–practice partnership with pre-K–12 teachers to design school literacy action plans that are inquiry based, culturally relevant, and responsive to local contexts. Our approach to literacy plan design supported educators through professional learning around co-constructed goals and initiated an iterative process of inquiry, revision, and growth. Initial needs/assets surveys, follow-up reflections and evaluations, and literacy plan documents provided evidence that a collaborative process in designing literacy plans is key and that teachers need to be supported as leaders in their schools to best build on their own literacy understandings and incorporate new evidence-based knowledge.  \nKeywords: literacy, planning, collaboration, mixed-methods improvement, literacy plans  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use,  \nreproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nIntroduction  \nThe U.S. Department of Education is currently spending more than $190 million a year to fund the creation and implementation of state and local literacy plans that promote evidence-based practices through the Comprehensive State Literacy Development (CLSD) federal grant program (Office of Elementary and Secondary Education [OESE], 2023) . In 2020, the Missouri Department of Elementary and Secondary Education was awarded a CLSD grant. As a research–practice partnership (RPP), the authors worked collaboratively with Missouri Department of Elementary and Secondary Education and 80 schools to support development and/or revision of local literacy plans that aligned with the state literacy plan. In the CLSD context, a literacy plan refers to a document outlining the literacy curriculum, instruction, and assessment to be used to improve student literacy comprehensively across grades levels and content areas.  \nAt the start, Missouri had a state literacy plan that included a definition of literacy and a framework with five components: leadership, curriculum, instruction, assessment, and partnerships. Building from the state’s framework, our team developed processes to create school plans that invited teacher collaboration and were assets based, culturally responsive, and research driven.  \nPrevious research has shown that the quality of an improvement plan is positively","cbCainnstRiobrGi","https://ap.wps.com/l/cbCainnstRiobrGi","pdf",542347,16,"English","# Introduction\n# Review of Relevant Literature","[{\"question\":\"Why do literacy action plans often fail to support teachers in daily practice?\",\"answer\":\"Although literacy action plans can drive instruction and student learning, the study notes that once created they are often shelved and provide little practical value for teachers improving literacy each day.\"},{\"question\":\"What process did the research–practice partnership use to design the action plans?\",\"answer\":\"Educators participated in co-constructing goals through an iterative cycle of inquiry, revision, and growth, supported by needs/assets surveys and follow-up reflections and evaluations.\"},{\"question\":\"What evidence showed that collaboration matters for literacy plan effectiveness?\",\"answer\":\"Data from surveys, reflections, evaluations, and the resulting literacy plan documents indicated that collaborative design processes are key, especially when teachers are supported as leaders to apply evidence-based literacy knowledge.\"}]","Honoring Local Context: Designing Collaborative Pre-K–12 School Literacy Action Plans | PDF",1792069357]